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This lesson provided by:

Author:

Taraethia Sullivan

System:

Clarke County

School:

Clarke County Board Of Education

Lesson Plan ID:

33139

Title:

The Sequel: Ready, Set, Let's Grow!

Overview/Annotation:

If you and your students were engaged with the first lesson titled "Ready, Set, Let's Grow, you will be sure to score a win with this day two plan. In this lesson, students will learn about how plants change over time. Students will use research and collaboration skills to discuss basic parts of a plant.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):

ELA2013(1)

18. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [RI.1.9]

ELA2013(1)

29. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). [W.1.7]

ELA2013(1)

31. Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups. [SL.1.1]

Local/National Standards:

Primary Learning Objective(s):

Students will be able to:

learn more about common plants

research facts about plants of interest

use sequencing to report information

Additional Learning Objective(s):

Students will be able to:

research information using technology

create a flip and foldable book to report the sequencing of plant growth

The teacher will need to have background knowledge on the plants chosen for student choices.

Students will need to be familiar with an established routine for research.

Research Routine:

Choose a topic

Work with a partner or collaborative group

Look at digital and printed resources

gather key details about the topic from resource material

* Foldable Book Template

Use a sheet of legal sized paper

Fold the sheet like a "hotdog bun"

Cut on the fold

Take a strip and fold like an accordion.

Foldable Book Template

Cut Squares of paper to assemble

The book should be clipped or stapled together

Procedures/Activities:

Step 1: First group students by partner or group.

Step 2: Allow the students to brainstorm a list of plants that the group will be interested in knowing more about.

Step 3: Now the students will work together to choose a plant to research. During this step, groups should

take turns speaking about what each child knows about the topic and want to know about the topic

decide how the group will agree on a topic

Step 4: Students will rotate from computers, to textual resources to gather key details about their topic. Students will use the foldable book to record details. Each foldable page should reflect the following:

page 1- The seed looks like this.

page 2- Here is the seed underground.

page 3- Here is the sprout.

page 4- It looks like this when it's grown.

Step 5: Now the rotations should be complete. Students will need to create a flip book. Students will make a drawing for each page, starting with the seed. Let students know that with a flip book the drawings grow in size to show a plant growing. On each page, a plant picture should be drawn a little bigger than the picture before.

The first page should show a seed.The next page should show a slightly bigger seed sprouting. Now, the next page will show the plant blossoming. The last picture will show a fully grown plant.

Step 6: Each group will present the plant that was chosen to the class. The students will tell two- three key ideas about the plant. The group will also present the foldable books created during the reseach process.

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Students needing extra preparation before and after the lesson will be provided small group assistance.

Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.